Students’ Use of the Self
-
Reference Pronouns
of
Aku
and
Saya
to Address Lecturers
THESIS
Submitted in Partial Fulfillment
of the Requirements for the Degree of
Sarjana Pendidikan
Yohanes Adeo Argi
112013070
ENGLISH LANGUAGE EDUCATION PROGRAM
FACULTY OF LANGUAGE AND ARTS
UNIVERSITAS KRISTEN SATYA WACANA
SALATIGA
iv
Students’ Use of the Self
-
Reference Pronouns
of
Aku
and
Saya
to Address Lecturers
THESIS
Submitted in Partial Fulfillment
of the Requirements for the Degree of
Sarjana Pendidikan
Yohanes Adeo Argi
112013070
Approved by:
Supervisor Examiner
v
COPYRIGHT STATEMENT
This thesis contains no such material as has been submitted for examination in
any course or accepted for the fulfillment of any degree or diploma in any
university. To the best of my knowledge and my belief, this contains no material
previously published or written by any other person except where due reference is
made in the text.
Copyright@ 2016. Yohanes Adeo Argi and E. Titik Murtisari, S.Pd, MTransStud,
Ph.D.
All rights reserved. No part of this thesis may be reproduced by any means
without the permission of at least one of the copyright owners or the English
Department, Faculty of Language and Arts, Universitas Kristen Satya Wacana,
Salatiga.
vi
PUBLICATION AGREEMENT DECLARATION
As a member of the (UKSW) Universitas Kristen Satya Wacana academic community, I verify that:
Name : Yohanes Adeo Argi __________________
Student ID Number : 112013070
Study Program : English Teacher Education
Faculty : Language and Arts
Kind of Work : Undergraduate Thesis
In developing my knowledge, I agree to provide UKSW with a non-exclusive royalty free right for my intellectual property and the contents therein entitled:
STUDENTS’
USE OF THE SELF - REFERENCE PRONOUN
OF
AKU
AND
SAYA
TO ADRESS LECTURERS
along with any pertinent equipment.
With this non - exclusive royalty free right, UKSW maintains the right to copy, reproduce, print, publish, post, display, incorporate, store in or scan into a retrieval system or database, transmit, broadcast, barter or sell my intellectual property, in whole or in part without my express written permission, as long as my name is still included as the writer.
This declaration is made according to the best of my knowledge.
Made in : Salatiga
Date : May 2017
Verified by signee,
Yohanes Adeo Argi
Approved by
Thesis Supervisor Thesis Examiner
vii
TABLE OF CONTENT
Students’ Use of the Self - Reference Pronouns ... ii
Students’ Use of the Self - Reference Pronouns ... iv
COPYRIGHT STATEMENT ... v
PUBLICATION AGREEMENT DECLARATION ... vi
TABLE OF CONTENT ... vii
Abstract ... 1
INTRODUCTION ... 1
LITERATURE REVIEW... 3
a. Term of address and Self - Reference Pronoun ... 3
b. Code Selection in Self – Reference Pronoun ... 7
c. Previous Studies ... 9
THE STUDY ... 12
a. Research Question ... 12
b. Setting and Context of the Study ... 12
c. Method and Participants ... 12
d. Data Collection and Data Analysis ... 13
e. Research instrument ... 14
FINDING AND DISCUSSION ... 15
viii
1. Students’ choice of self – reference pronoun ... 16
a. Students who use Aku exclusively or Saya exclusively ... 16
b. Students who use both aku and saya to lecturers ... 17
2. Reason considered in choosing self – reference pronoun ... 19
a. Reason which drives students using Saya exclusively ... 19
b. Reason which drives students using both Saya and Aku ... 21
c. Students preference in using polite self – reference pronoun... 31
CONCLUSION ... 32
ACKNOWLEDGMENT ... 35
REFERENCES ... 35
1
STUDENTS’ USE OF SELF - REFERENCE PRONOUNS OF AKU AND SAYA
TO ADRESS LECTURERS
Abstract
Indonesia has two common self – reference pronouns, which are aku and saya. It is traditionally prescribed that education setting students use saya used as formal self – reference pronoun in communication with lecturers. There however seem to have been a shift of students’ choice on how they address the lecturers from saya
to aku in recent years. This study aims to investigate pre-service teacher students of Universitas Kristen Satya Wacana in terms of their practice of using aku and
saya when communicating with lecturers. The use of close-ended, open-ended, multiple responses and Likert scales questionnaire form was used in eliciting the data. The participants of the study were 130 students of the Faculty of Teacher Training and Pedagogy (FKIP) from various majors and multicultural backgrounds. The findings demonstrate the majority of the students used saya
exclusively. However, there were a significant number of students who used both
aku and saya with their lecturers. Lecturers’ age, seniority, and personality, intimacy level between lecturers and students, and lecturers’ comfort when a certain self – reference pronoun is used and the setting or social context are factors the students considered in choosing aku or saya with lecturers.
Key words: aku, saya, terms of address, self-reference pronouns, code selection
INTRODUCTION
Interaction involves two parties, which are a speaker and one or more
interlocutors. One of the goals in communication is to gain information from the
interlocutor(s) or speaker. Moghaddam et al. (2013) added that besides gaining
the information, interaction also functions as an essential circumstance in which
the relationship among people (who engage in interaction) are negotiated through
using their culture identity. Therefore, through using terms of address both the
speaker and interlocutor share their culture identity.
In communication, it is crucial to use many language aspects. One of the
2
address. Term of address is defined as unique linguistic attitude of speaker to
interlocutor by considering his or her social status, rank, and age (Afful, 2007;
Yang, 2010; Lesotho, 2010). Therefore, both interlocutor and speaker need to use
self-reference pronoun to refer themselves in interaction. In English, the use of I is
used as a self-reference pronoun. Indonesia has two alternative ways to say I,
using aku or saya that is used by considering interlocutor age, social status and
relationship between interlocutor and speaker. Whereas, in Japan there are some
self - reference pronoun that can be used such as: boku, ore, atashi and watakushi
(Mogi, 2002). Those self - reference pronouns are used by considering speaker’s
gender and social status of interlocutor and speaker. In addition, Tran ( 2010)
insists that “ a polite conversation is one that takes into account such factors as
age, social positions and social contexts” (p.12). Besides, age and social status,
politeness also has a role in influencing the self – reference pronoun selection.
Nowadays, more university students seem to use aku and saya to address
their lecturers. This is an interesting phenomenon since many lecturers in
Universitas Kristen Satya Wacana, for instance, said it is unsuitable for students to
address lecturers using aku (Rahardjono, 2016). Moreover, the use of saya is
expected by mostly of the lecturers (Dewi, 2008). Besides that, Morgan (2011)
indicates that the use of saya as “standard formal” and neutral self - reference
pronoun. Therefore, students need to use saya which show politeness and neutral
self – reference pronoun. As saya is perceived as standard self -reference pronoun
that should be used in formal context (Flannery 2010; Djenar 2008; Rahardjono
3
(1960) claims that nowadays society is changing rapidly, the norm of pronoun
also change simultaneously. It means that, as time go on the code selection of
self-reference pronoun will be changed consciously or unconsciously by people who
use language.
This paper aims to investigate the use of self-reference aku and saya to
address lecturers in Universitas Kristen Satya Wacana. The main core of this
study is to find out students’ self – reference pronoun preference when
communicating with lecturers and factors which drives students in choosing
certain self – reference pronoun. Seeing the tendency of the use of aku in
communicating with lecturers, the researcher attempt to find out the reason why
students use aku. Furthermore, this study may also increase students’ awareness in
the use of aku and saya when speaking with lecturers.
LITERATURE REVIEW
a. Term of address and Self - Reference Pronoun
Communication is a never-ending need for social beings. In
communication speaker and interlocutor need to use language to deliver what they
want to say. “The use of language in interaction entails more than simply
exchanging information about thoughts and factual things between one person to
another; it is an important process in which the relationships among people are
4
certain language choices, interlocutor can determine the politeness, formality or
intimacy between them in the communication.
One of the language part which needed to be considered in communication
is address term. Afful (2007) defines term of address as expression in
conversation to address and expressed politeness to interlocutor or speaker. In
concert of this, Ekanjume (2010) points out that term of address is an essential
part of linguistic which used to interpret speaker’s attitude toward the interlocutor.
In brief, term of address expresses speakers’ politeness and respect toward
interlocutors. English language only provides self-reference pronoun I and me as
the options.
In Indonesia aku and saya can be used as self - reference. It is widely
accepted that saya is used as formal and polite self – refence pronoun. In addition,
Flannery (2010) deliberate the use of saya and aku,” it was suggested that the use
of saya was common in nearly all contexts where they choose a first - person
pronoun, with aku having overtly intimate [emphasizes added]” (p.12).
Responding to that issue, Rahardjono (2016) believes that the use of saya could
make the sense of politeness when use it to address self to another It could be
concluded that saya is suitable self – reference pronoun to be used in formal
context. Therefore, the use of saya is more advisedly to be used when having
conversation with lecturers to show formality. When in education setting, people
tend to consider interlocutor’s social status, occupation, and age in deciding to
choose aku or saya. Meanwhile in Japan, speaker considers gender as one of the
5
Suzuki (1973) gives example of self - reference pronouns which are used, such as:
women tend to use Atakushi or Watakushi to refer themselves whereas men use
boku or ore to refer themselves (as cited in Mogi, 2002 p.15). Japanese society
has separated the pronouns of men and women since in Meiji era or between 1868
and 1912 (Hudson 1980 in Mogi 2002, p. 121). Occupation and social status
became the factors why Japan distinguishes men pronoun and women pronoun.
Almost all self-reference pronouns in Japan are used as humble form in
conversation. Both men and women in Japan do not want to be seen as arrogant
person in conversation. Besides become down-to-earth person, the use of self -
reference pronouns in Japan are aimed to represent their politeness to interlocutor
who have different gender and different social status, occupation and age with the
speakers.
Japanese and Indonesian people share one identical consideration when
address interlocutor. Both of them take account of social status in addressing
people. Despite the same aspect in addressing interlocutor between Indonesian
and Japanese people, Rahardjono (2015) and Djenar (2007) support the same idea
that, the decision in choosing aku or saya is influenced by the interlocutor’s social
status, occupation, age and the social distance between speaker and interlocutor.
Akin case appeared in the use of ‘tu (T)’ and ‘vous (V)’ of France’s citizens.
According to Wardhaugh (2006, p. 263) who concludes the book entitled
savoir-vivre en France by Vigner (1978), Vigner emphasizes that the use of tu should be
addressed to “intimate people and relatives such as: brothers, sisters, parents,
6
stranger and between those who have no ties of any kind…” The use of French
and Indonesian pronouns shares one common aspect which is social distance or
the relationship become consideration in addressing interlocutor. Whereas in
Indonesia, showing intimacy between speaker and interlocutor can be expressed
through using aku. Additionally, Djenar (2008) claims that aku is used as informal
self – reference pronoun and it shows closer intimate level between speakers and
interlocutor (as cited in Dewi, 2009, p.3). Yet, Djenar (2007) determines the use
of aku as informal self – reference pronoun that need to be used between equals
who have close relationship. Another expert also believes that,”Aku is marked for
intimacy, saya is not”(Purwo, 1984, p.55). It could be concluded that saya should
be used to speaker and interlocutor who have intimate relationship and equals in
age.
In deciding which self-reference pronoun to address lecturers, the
awareness of speakers is needed. Responding to this issue, politeness might bridge
speaker and interlocutor. The use of politeness is not only used as conflict
avoidance, but also as socially suitable behavior (Villkki, 2006). Furthermore,
Hymes (1967) declares that the other factor that leads in choosing self – reference
pronoun is situation including place where the conversation is happened.
Responding to this, Holmes (2013) agrees that setting or where the conversation is
7 b. Code Selection in Self – Reference Pronoun
There are many things to be realized before we speak. “When we speak,
we must constantly make choices of many different kinds: what we want to say,
how we want to say it, and the specific sentence types, words, and sounds that
best unite the what with the how” (Wardhaugh 2006, p.260). In addition, Brown
and Levinson (1987) as cited in Jaworsky and Coupland (2006 p.312) points out
that, desire to be accepted and understood become significant factor in interaction.
In other words, both interlocutor and speaker want to be approved when having
conversation. As consequence, both of them need to think and choose wisely the
appropriate self – reference pronoun. Politeness became one of the factors that
contribute in code selection of self-reference pronoun. Politeness in using self –
reference pronoun is needed since those speakers came from different culture
background. In addition, Wardhaugh (2006) argues that “Politeness itself is
socially prescribed” (p.276). Hence, the use of politeness is critical. According to
Tran (2010, p.1) who declares, “Politeness also impacts on the choice between
different address forms [in communication]”. It is obvious that in interaction the
use of politeness should not be abandon. In addition, Brown and Levinson (1987)
characterize two kinds of politeness: positive politeness and negative politeness.
Brown and Levinson (1987, p.61) and Wardhaugh (2006) verify positive
politeness as “the desire to gain the approvalof others [italic added]”. In contrast,
they agree the definition of negative politeness as, behavior in preserving “the
basic claim to territories, personal preserves, rights to non-distraction . . . freedom
8
be concluded that positive politeness will lead speaker or interlocutor to be
accepted in interaction. Moreover, speaker consideration in using saya as self –
reference pronoun will enhance the positive politeness of interlocutor. Djenar
(2007) believes that the use of self - reference saya is less offensive than aku. As
consequence, the speaker will be approved and accepted by interlocutor.
Besides politeness, Holmes (2013) identifies that the solidarity, status, and
formality scale between speaker and interlocutor affect the way they choose
appropriate self – reference pronoun to be used. When students communicate with
their lecturer, they need to consider their lecturer’s occupation and status in the
faculty. Moreover, the consideration is also come from how well the students
know certain lecturer. In addition, Hymes (1967) urges that setting of the
conversation gives a significant role in deciding the appropriate self – reference
pronoun. Hymes believes that the place where the conversation took place might
affect speaker and interlocutor in determining the appropriate self – reference
pronoun to be used. Another argument came from Tran (2010) who asserts, there
are 3 essential things that needed to be considered in communication: age, social
position and social context or setting. It needs to be understood that
communication is governed by communal consideration. Wardhaugh (2006)
argues that both speaker and interlocutor needs to,” …. behave systematically:
their actions are not random; there is order … knowing how to use that language
since speakers know not only how to form sentences but also how to use them
appropriately [emphasis added]” (p.3). In larger context, it may beneficial for
9
As in this globalization era, society is not only consisted on one culture
community but multicultural community. Consequently, teacher needs to teach
students “…. to learn to work collaboratively with individuals [other students]
from diverse cultures in a spirit of mutual respect and understanding” (Sabater,
2015, p.2). In the same time, teacher also needs to work with other teachers who
came from different culture. Through the use of politeness and considering
interlocutor status, social distance and the setting of the conversation effective
communication might happen. Effective communication happens “when a
message, produced by a member of one culture, is understood by a member of
another culture” (Ngriwa et.al 2015, p.62). Therefore, the use of saya as formal
and polite self – reference pronoun may lead speaker and interlocutor in effective
communication.
c. Previous Studies
Similar study had been conducted by Rahardjono (2016) which sought to
discover students’ attitudes toward preference in using between aku or saya to
address lecturers in Universitas Kristen Satya Wacana. Ninety (90) participants of
study came from specific batch in English Department. Rahardjono used
questionnaire and semi - structured interview to elicit the data. In findings,
Rahardjono explains the reason why students tend to use saya when addressing
lecturers. It is because the participants “…. exclusively believed that saya is more
formal, polite, and respectful [italics added] to be used in front of the lecturers”
10
participants from Rahardjono’s study argued that they use aku to address lecturers
because it sounded friendlier to do so. Moreover, the appearance of intimacy
between lecturers and students become another crucial factor in using aku with
lecturers. From Rahardjono’s finding, it could be concluded that there is
significant number of students who used aku to the lecturers, which is against the
traditional norm.
Identical study also presented by Dewi (2008) which determined the
perception of teachers and students in using aku and saya. Dewi’s finding
presented differences expectation of older generation (teachers) with young
generation (students) in using aku and saya. Moreover, she also indicated that
teachers have a great expectation in the use of saya from students when
conversing with them. Another thing that identified by Dewi was the role of
parents and television program in educating or affecting students’ preference of
self – reference pronoun. Some of the participants of the study used aku with
lecturers. The family background become one intriguing factor that lead students
used aku. In other words, it could be said that parents did not give a clear
distinction between aku and saya to their children.
Another study in 2007 has been conducted by Djenar. Djenar discusses
self-reference and variation in Indonesia that used by celebrities. She analyzes
several speeches from celebrities in identifying the use of self - reference
pronouns. She believes that there are several variations in expressing
self-reference pronoun, such as: Aku, Saya, proper name and gue. The issues of
11
saya.Yet, she concludes that “…. there is no uniformity in the speakers ‘choice of term” (p.38) some celebrities consistently use aku while others use both aku and
saya in same interview. In brief, Djenar’s study finds that there is shift in using
self- reference pronoun regarding to the issues of familiarity, formality, and
professionalism as celebrity.
Flannery (2009) differentiates the self - reference pronoun between
Indonesia and English. In one hand, English provides speaker with only single self
- reference pronoun which is I. On the other hand, Indonesia language provides
speakers with vary choices of self - reference pronoun, such as: gua, gue, saya
and aku. Based on the comparison, he concludes English use closed system of self
- reference (one self -reference pronoun). In contrast, Indonesia uses open
pronoun system. In addition, Flannery added that:
The distinction [of open and closed system] is not only relevant to issues of
linguistic typology but also tells us more about the ways in which social relations
in different cultures and societies use language to instantiate, negotiate, reflect,
promote, maintain, and sometimes even subvert [italics added], our socialized
selves and our relations with other socialized selves. (p.24)
In other words, Flannery believes, the use of aku or saya in communication may
affect interlocutor’s reaction toward the speaker.
In this research, the self – reference pronoun is limited to the use of aku
and saya as the main core of the study are those self - references. Yet, the
researcher will look upon the issue of politeness, formal and informal account
12 THE STUDY
a. Research Question
The present quantitative study attempts to answer question: (1.) what self-
reference pronoun do students used to refere to themselves when communicating
with lecturers? (2.) what factors do students consider in their selection of self –
reference pronoun?
b. Setting and Context of the Study
The present study is a further development of Rahardjono’s study in 2016.
The researcher is focused on students’ use of the use of self - reference pronouns
between aku and saya to address lecturer. Moreover, this study is descriptive
qualitative study. Question that researcher attempt to answer is: what are students’
preferences on the use of self - reference pronouns between Aku and Saya to
address lecturer in Faculty of Teacher training and Pedagogy (FKIP).
The researcher is interested in confirming the relation of self – reference
pronoun and politeness. The basis of this study is Rahardjono’s study in 2016, that
there were significant number of participants who use aku and saya to lecturers.
Seeing that result, the researcher is aimed to reaffirm whether there is shift or not
in code selection of self – reference (Rahardjono, 2016).
c. Method and Participants
Descriptive qualitative study is preferred by the researcher. This study was
held at Faculty of Teacher Training and Pedagogy (FKIP) of Universitas Kristen
13
determining students’ reason in choosing certain self – reference pronoun. The
participants of this research were 130 FKIP students from of Universitas Kristen
Satya Wacana.
d. Data Collection and Data Analysis
The researcher spread 130 questionnaires to students of Faculty of Teacher
Training and Pedagogy (FKIP) in order to get valid data and avoid obscurity
during data collection. Moreover, after analyzing students’ answer, the researcher
selected four students who use both aku and saya to be interviewed. The
sequences in collecting the data were:
1. Piloting to 10 participants in order to know the validity of the instrument.
2. Making an appointment with the lecturers who taught in Faculty of
Teacher Training and Pedagogy to spread the questionnaire in the
classrooms.
3. Making students of Faculty of Teacher Training and Pedagogy filled in the
questionnaire and then analyzed it using Excel.
After obtaining data from the questionnaire, the researcher used
categorical or content analysis. The researcher composed the themes based on the
questions and participants’ answer of the questionnaire. The data was analyzed
qualitatively and classified according to the themes which found in the finding.
The result of this study would be used to describe students’ preference in using
14 e. Research instrument
In order to survey the use of aku and saya to lecturers, the researcher used
adapted questionnaire (Appendix 1) from Rahardjono (2016). This study is part of
umbrella research project “Students’ use of Aku and saya” led by Dr E.T.
Murtisari (Faculty of Language and Arts Universitas Kristen Satya Wacana). As
Griffee (2012) states that, “questionnaire data in a survey design might be helpful
in explaining why because of the ability of questionnaire items to capture
respondent opinion” (p.66). In other words, questionnaire is suitable to seek
participants reason in using certain self – reference pronoun. In composing the
questionnaire, it was arranged in four parts: A, B, C, and D
The first part (Part A) was closed-ended question. The closed-ended
question was arranged to determine which students used saya or aku exclusively
or both aku and saya. The second part (Part B) consisted of open-ended questions
which was designed for students who chose saya exclusively. The open-ended
questions were to know students’ reasons of using the terms aku or saya
exclusively. The third part (part C) also consisted open-ended questions designed
for those who chose both aku exclusively to lecturers. The open-ended questions
were to investigate students’ reasons of using aku exclusively in specific contexts
toward particular lecturers. Lastly, the fourth part (Part D) consisted of open –
ended, close – ended questions, multiple responses choices and Likert scale. Both
close –ended and open ended were designed to identify the reasons why students’
15
responses choices and Likert scale are used to identify factors that lead students in
choosing both aku and saya in communicating with lecturers.
FINDING AND DISCUSSION
Introductory sentences
The analysis below is split into two parts: First, students’ choice of self –
reference pronoun and factors considered in choosing certain self – reference
pronoun. The framework of the analysis is based on Holmes’s (2013) work in
social factors and dimension factors in using variety used of self – reference
pronoun. Social factors define as the participants: who involved in conversation,
the setting: where the conversation takes place, the topic: what is being talking
about, and the function of conversation: why they are conversing (Holmes, 2013,
p.9). In addition, Holmes also indicates 4 different dimensions regarding to social
factors which are, social distance scale, status scale, formality scale, and
functional scale. The social distance scale is used to indicate how well the
relationship of interlocutor and speaker. Meanwhile, status scale determines how
speaker’s and interlocutor’s status or position in institution influence the use of
certain language choices, in this case self – reference pronoun. Formality scales
used to see the setting which can be influenced the use of certain language
choices. Yet, functional scale determines the aim of using certain language
16 1. Students’ choice of self – reference pronoun
a. Students who use Aku exclusively or Saya exclusively
Chart 1 describes numbers of responses that divides the participants into three
groups. Participants who use saya exclusively, aku exclusively or both aku and
saya. As many as 110 participants (85%) used saya exclusively when
communicating with lecturers. In contrast, the data shows none of the participants
choose aku exclusively when conversing with lecturers. However, some of the
participants (20%) still used informal self – reference pronounce in conversation
with lecturers. The results indicate that participants are aware in the use of formal
form of self – reference pronoun saya when having conversation with lecturers.
Yet, some participants show their tendency use both saya and aku to lecturers
which against the traditional norm (Djenar, 2007).
85%
0%
15%
0 20 40 60 80 100 120
Saya exclusively Aku exclusively Both, depends on the situation
Chart 1.
17
b. Students who use both aku and saya to lecturers
This section reports the result from the participants who choose both aku and saya
to the lecturers
Students’ general preference when speaking with lecturers
Charts 2 demonstrates 20 participants out of the total 130 students who
answered both aku and saya. Chart 2 provide responses to the question: “Which
form do you prefer to use when communicating with lecturers?”. As seen in Chart
2, there are 16 participants (80%) prefer saya rather than aku when
communicating with lecturers in general,whereas 2 participants (10%) reported to
use aku rather than saya when speaking with lecturers and 2 other students (10%)
have not preference in the practice.
The data means although a significant number of participants use both aku
and saya, they still tend to adhere to the traditional convention by using saya.
Flannery (2010) suggests the use of saya is appropriate to use in nearly all of
80%
10% 10%
0 2 4 6 8 10 12 14 16 18
Saya Aku No preference
18
context of conversation. Moreover, Flannery also adds that saya as neutral and
formal first reference pronoun in any situation.
Students’ general frequency in using Aku and Saya
Chart 3 presents responses of participants in question: In general, which
form do you use more often when speaking with lecturers. As seen in Chart 3. A
half number of participants (10 students) used saya more frequently while as
many as 6 participants (30%) used aku more often than saya and 4 participants
(20%) used both aku and saya in communicating with lecturers. The data is quite
interesting, since in Indonesia it is common to use saya to speak with those people
who have higher status than them (Rahardjono, 2016). The fact that there were
30% of the students who use aku and saya shows tendency of using aku, which is
not the prescribed standard form to use aku with lecturers. Therefore, it is need to
be understood that the use of saya is more advisedly. responding to this, Morgan
(2011) who declares that the use of saya as standard formal self – reference
pronoun. Meanwhile the use of aku is more acceptable to use, “…. between equals
who have close relationship” (Morgan, 2011, p.28)
50%
30%
20%
0 2 4 6 8 10 12
Saya Aku both
19
2. Reason considered in choosing self – reference pronoun a. Reason which drives students using Saya exclusively
Chart 2 is responses from the question, “what is your reason using saya all
the time with the lecturers?” There were four types of responses from participants,
as such were said it was more polite and respectful, it was more formal, it was a
habit and it was more appropriate than aku.
From this data, 79 (61%) out of 110 responses from participants said that it
was more polite to use saya rather than aku. One of the participant said that:
“I think the use of saya is more polite to use when I speak with older [italic added]
person [in this case lecturer].”
(Participants number 1)
Regarding to this response, Rahardjono (2016) claims that,” It is generally
accepted that aku is informal and saya is more polite because the pronoun saya 72%
13% 12%
4% 0
10 20 30 40 50 60 70 80 90
More polite and respecful
More formal It is a habit More appropiate
Chart 4. Students' reason in using saya when
20
creates a sense of politeness [emphasize added] … in addressing oneself to
another” (p.4). It can be implied that most of the participants were indeed aware
the use of saya as more polite form in conversation with lecturers. Besides, the
use of saya as more polite self – reference pronoun, it also functioned to honor
lecturers who have higher social status than students.
Furthermore, there were 14 responses (13%) who stated that they use saya
because it was more formal than aku. This data had proven that some of the
participants aware the use saya is more formal than aku in communicating with
lecturer. In addition, Holmes (2013) believes that formality also become one of
the crucial factors in determining the appropriate self – reference pronoun to be
used. Besides that, 13 responses (12%) said that they used saya to address
lecturers because it was their habit and 4 responses (4%) claimed, saya was more
appropriate than aku.
Identical finding shows in Chart 5. Chart 5 gives explanation in why
participants who used saya to lecturers did not choose aku in communicating with
lecturers. There were 110 participants out of 130 participants who choose saya in
5% 4% 7%
32%
52%
0 10 20 30 40 50 60
It is not my habbit
It is disrespect the lecturer
It is not appropiate
More appropiate with friends
It is less polite and formal
Chart 5. Students' reason for not using
aku
when
21
speaking with lecturers. As many as 57 participants (52%) say that the use of aku
was less polite and less formal. In addition, there are 35 (32%) participants who
claimed that aku is more appropriate to use in conversing with friends. The
conclusion that can be taken was participants aware the use of aku is less formal
and less polite to be used in conversing with lecturers. Moreover, seeing the rest
of the responses it indicates that students in FKIP may be aware that in
communicating with lecturers the use of informal self – reference pronoun may
not appropriate.
b. Reason which drives students using both Saya and Aku
Chart 6 is the reason of why participants choose both aku and saya as self
– reference pronoun when having conversation with lecturers. The Chart is
entailed with Chart 2. Chart 6 represents the response of 20 students out of 130
students who practiced both aku and saya with lecturers. As many as 14 (70%)
out of 16 students who prefer saya stated saya is more polite and formal and it
was used to show respect to lecturers. Whereas, 2 other students who favor saya
10% 10%
70%
10%
0 2 4 6 8 10 12 14 16
Age differences or Seniority
Habit Being more polite and formal
Showing Respect
Chart 6. Students' reason for choosing
Saya
and
22
claimed that saya is respectful to use with lecturers. This data is accordance with
Djenar’s (2007) stance who believes that, “Aku has been described as an informal
pronoun and saya, a formal [italic added] one” (p.25). Participants were conscious
the use of saya as more polite, formal and more respectful self – reference
pronoun in communicating with lecturers.
Yet, 2 students (10%) who prefer aku and 2 other participants (10%)
who have no preference in addressing lecturers said the age differences or
seniority as one of the factor which lead them to use aku rather than saya. They
used aku when speaking with young lecturers. Responding to the issue, in Japan
when young people wanted to use self – reference pronoun they would use Atai
(for female) or Boku (for male) rather than using Watakushi (the most polite
form)when communicating with their friends (Mogi, 2002). It can be inferred that
the age differences or seniority can be one of influential factor that lead students
23
The setting which students use saya when communicating with lecturers
This Chart is responses to the question “In what situation do you usually
choose to refer yourself as saya with lecturers?” There were 20 participants out of
130 students who used both saya and aku. As seen in Chart 6, there are 11
participants who used saya in formal situation, for example when they were in
classroom, discussing assignment and other formal situations. This finding is
linear with Holmes (2013) who declares social context or setting as one of the
factors that lead speaker in determining certain linguistic choices. In other words,
setting become one of the factors that may lead students in choosing between saya
or aku to communicate with lecturers. The concrete example is when students
were discussing their assignment or group project with lecturers in classroom.
They will consciously use saya since they consider where the conversation took
place. Besides that, there were 9 participants who used saya in both informal and
formal setting depending on the lecturers to whom they were communicating
with. This finding indicates that students conscious the use of saya with lecturers
by considering who are their interlocutor (lecturers).
11
0
9
0 2 4 6 8 10 12
Formal Situation (in classroom, assignments)
Informal situation (outside the classroom, etc.)
Both formal and informal, depending
on the lecturer (s) I speak with
24
The setting which students use aku when communicating with lecturers
Chart 8 is responses to the question “In what situation do you usually
choose to refer yourself as aku with lecturers?” In contrast of Chart 7, Chart 8
provides 9 participants who used aku in informal situation when having
conversation with lecturers. It can be extrapolated that setting or social context
become one crucial factor that lead students’ preference between aku and saya.
There were 9 participants who used both aku and saya in communicating with
lecturers and considering who the lecturer spoke with them. In addition, there
were 2 participants who used aku when having conversation with lecturers. It can
be inferred that the intimacy level between lecturer and students may lead students
in choosing certain self – reference pronoun.
In brief, from the data that gathered from Chart 7 and 8; it can be
concluded that students were conscious the use of aku and saya when speaking
with lecturers regarding to the traditional norm. Seeing the traditional use of self –
referential pronoun in Indonesia, saya is applied in communication with higher
2
9 9
0 2 4 6 8 10
Formal Situation (in classroom, assignments)
Informal situation (outside the classroom, etc.)
Both formal and informal, depending
on the lecturer (s) I speak with
25
social status. Moreover, they tend to use saya in formal setting (for instance: when
they had a consultation in assignment or doing their assignment). Whereas,
students used aku to communicate with lecturers in informal setting (for instances:
having conversating with lecturer in café or outside the classroom). Later, Chart
10 will discuss further the influence of social context or setting in the practice of
aku or saya in conversing with lecturers.
The students’ awareness of whom lecturers they are talking to
Chart 9 represents responses of participants in two questions: “Which
lecturers do you use saya with?” and Which lecturers do you use aku with?”. This
Chart portrays 20 students out of the total 130 students who used both aku and
saya. The questionnaire given was in a form of multiple responses choices. It was
aimed to make participants were able to give multiple answers. As had been
13 10 4 10 14 2 1 1 2 3 0 0 7
0 0 0
2 13 2 7 0 2 4 6 8 10 12 14 16 Senior lecturers who have structural position Senior lecturers who are assertive Senior lecturers who are friendly Senior lecturers I do not know well All senior lecturers Young Lecturers who have structural position Young Lecturers who are assertive Young lecturers who are friendly Young lecturers I do not know well All Young lecturers
Chart 9 lecturers whom students use
saya
or
aku
with
26
mentioned in Chart 5 that age differences or seniority become one influential
factor in choosing between aku and saya, Chart 9 shows that there is propensity of
students using saya to all senior lecturers especially those who have structural
position in faculty. 14 participants said that they used saya to all senior lecturers.
Whereas, there were only 3 participants who used saya to all young lecturers.
Furthermore, 13 students preferred to use saya when communicating with senior
lecturers who have structural position in faculty (such as, Dean or Head of
Program). In contrast, there were only 2 students who used saya when speaking
with young lecturers who have structural position. It could be inferred that
participants used saya to almost all senior lecturers and senior lecturers who have
structural position in faculty. Regarding to this issue, (Dewi, 2008) insists that “in
the formal relationship, for example in conversations between a younger person to
the older one or from the people having lower position to the higher one, the use
of saya is expected” (p.23). In other words, structural position of lecturers and age
differences play significant role in determining the use of saya to address
lecturers.
Yet, there is tendency of students use saya with lecturers who they did not
know well. As many as 10 participants used saya when conversing with lecturers
who they did not know well. Akin case appeared in the use of ‘vous (V)’ of
France’s citizens. According to Wardhaugh (2006, p. 263) who wraps up the book
entitled savoir-vivre en France by Vigner (1978), Vigner emphasizes that the use
of vous should be addressed to,” …. stranger [emphasize added] and between
27
and interlocutor in this case students and lecturers may become significant in
determining certain self – reference pronoun.
In using aku, participants tend to use it to young lecturers. The apperance
of lecturers’ personality also take place. As seen in Chart 9, there were 13
participants who used aku in conversing with young lecturers who are friendly
and 7 participants used aku when conversing with all young lecturers. Compared
to senior lecturers categories, there were 7 participants who practiced the use of
aku to address senior lecturers who are friendly. Yet, there is no significance
number of responses in practising aku to other categories senior lecturers.
Students only practice the use of aku to senior lecturers who are friendly. The
data is intriguing since the participants use aku toward both senior and young
lecturers who are friendly. Here, the intimacy between students and lecturers and
lecturers’ personality become other factors that lead to the decision in choosing
certain self – reference pronoun. This finding is linear with Rahardjono (2016,
p.17) who states that,”…. relationship between students and the lecturers may
influence their habit in choosing different self-reference”. It can be concluded that
intimcay between students and lecturers also play important role in determining
certain self – reference pronoun to be used. Yet, intimcay level between students
and lecturers influence the intimacy level between students and lecturers. Besides
that, participants also aware that aku was not suitable to address senior lectures.
In brief, the data above presents concordant relations with Chart 6. Both
Chart 6 and Chart 9 shares same idea that believes age differences and intimacy
28
self – reference pronoun to be used. The result shows there is tendency of using
aku to lecturers who students know well. Moreover, students also use aku to all
young lecturers. Furthermore, the use of saya is used by students in conversation
with lecturers who have structural position, considering lecturers’ age.
Factors that influence in determining aku or saya when having a conversation with lecturer
Chart 10. Students consideration when using
aku
or
saya
in
commutation with lecturers
No Influential Factor Never (1) Seldom (2) Some times (3) Often (4) Always (5) Means
1 Age differences or Seniority 0 0 % 0 0% 6 30% 8 40% 6 30% 4.00
2 Lecturer’s personality
(assertive, friendly, funny, etc.) 1 5% 0 0% 4 20% 9 45% 6 30% 3.95
3 My relationship with the lecturer (close, distant, etc.) 0 0% 0 0% 7 35% 7 35% 6 30% 3.95
4 Lecturer’s structural
position in Faculty (Head program, Dean, Ordinary lecturer, etc.)
2 10% 2 10% 0 0% 7 35% 9 45% 3.95
5 Context of the
conversation (place & time) 0 0% 1 5% 5 25% 10 50% 4 20% 3.85
6 Lecturer’s comfort
(when ‘saya’ or ‘aku’ is
used) 0 0% 1 5% 3 15% 12 60% 4 20% 3.95
7 Objectives of the
29
Chart 10 presents responses to the question, “What do you consider when
selecting aku or saya in your communication with Lecturers?” This Chart
represents 20 out of 130 participants who used both aku and saya. The
questionnaire was given in a form of a Likert 5 – point scale to measure factors
that students consider when choosing certain self – reference pronoun.
Confirming the finding in Chart 7 and 8, Chart 10 shows that a half of the
participants (50% responses) often consider setting as factor which influenced
their decision in using saya or aku when had conversation with lecturers. This
pattern showed a tendency that participants practiced the use of saya in formal
setting, whereas aku is used in informal setting. Another consideration which took
account is lecturers’ comfort when using certain self – reference pronoun was
used. As many as 12 participants (60%) often realize lecturers’ comfort when
using saya or aku when conversing them. This finding is linear with Dewi (2008)
data when lecturers are asked their reaction when students use aku,” 93%
answered YES [the use of aku will influence my reaction in conversation] with
the reason that the use of aku would make them feel that they students do not
respect [emphasize added] them as teachers” (p.30). The appearance of age
differences and seniority also become significant factor in using saya or aku in
speaking with lecturers. There were 8 participants (40%) who often considered the
age differences or seniority when using saya or aku. In addition, there were 6
participants (30%) who always consider age differences or seniority in using
certain self – reference pronoun when conversing with lecturers. As mentioned in
30
self – reference pronoun. Besides that, the issue of intimacy also raises Chart 10.
Chart 7, 8 and 9 had explained the appearance of intimacy level between students
and lecturers which influence the use of saya or aku to be used in conversation.
There were 9 participants (45%) who often realize lecturers’ personality in
determining the certain self – reference pronoun. Furthermore, there were 6
participants (30%) who always consider lecturers’ personality in determining the
certain self – reference pronoun and 4 participants (20%) sometimes realize it.
The friendly lecturers could make students feel closer to them and the use of aku
could be applied. Whereas, assertive lecturers would make students aware the use
of saya to be practiced when conversing with them.
The data above represents the tendency of students consider age or
seniority, lecturers personality, social context or the setting of conversation and
lecturers’ comfort when certain self –reference pronoun is used. “Unlike recently,
in the past, students would use saya at all times regardless of where the places
were” (Rahardjono, 2016, p.14). It seems that register factor that affect the way
students use aku and saya is changing from the past compare to now. Indeed, it is
need to be understood that the use of aku is suitable to be used when having
31
c. Students preference in using polite self – reference pronoun
Chart 11 represents responses to the question “which self – reference
pronoun is polite to be used when communicating with lecturers?” Chart 11
describes responses from 20 students out of 130 students who used both aku and
saya when conversing with lecturers. Based on the data, most of the participants
(17 participants) agreed the use of saya is acceptable to be used. Whereas 15%
participants (3 participants) said that the use of both aku and saya is suitable.
However, there was none of participants who chose aku to be used when speaking
with lecturers. This finding has a distinct relation with Jennar (2008) who urges
that:
The pronoun aku is commonly described as an intimate and informal pronoun and hence
it is generally associated with interpersonal domains. Saya, on the other hand, is generally
described as a neutral and formal pronoun and is considered the appropriate choice for
public contexts. (as cited in Dewi, 2009, p.3)
In other words, saya is generally accepted as formal self – reference pronoun
which should be used by students when speaking with lecturers. Seeing the result
85%
0%
15%
0 2 4 6 8 10 12 14 16 18
Saya Aku Both Saya and Aku
32
of Chart 4 and 6, it could be inferred that there was tendency when
communicating with lecturers, students would use saya as their self -reference
pronoun. Another finding that worth to be mentioned is the appearance of 3
participants (15%) who used both aku and saya to lecturers. There is propensity of
students against the traditional convention. This finding indicates same propensity
of students who use both aku and saya with lecturers as Rahardjono (2016) found
out that there were significant number of students who also used aku and saya to
lecturers.
CONCLUSION
The purpose of this study is to investigate pre-service teacher students of
Universitas Kristen Satya Wacana in terms of their practice of using aku and saya
when communicating with lecturers. There were 5 factors which affect students’
preference of aku or saya: social context or setting the conversation happened,
seniority or age differences, lecturers’ personality, intimacy level between
students and lecturers’ comfort when aku or saya is used. In general, the finding
shows that the most of the participants use saya exclusively and there are some
students who have disposition to use both aku and saya with lecturers. This
finding reaffirm Rahardjono (2016) results in her study, there are some students
who have tendency in using both aku and saya to address the lecturers. Moreover,
the process of code selection shift from saya to both aku and saya noticed in the
33
process of language shifting must be viewed with caution as the use of
self-reference between students and teachers have inevitably changed [italics added]
from the traditional rules where students must use saya exclusively to their
teachers. (p.20)
In other word, the use of saya needed to be consider by students as formal and
suitable self – reference pronoun which should be used when conversing lecturers.
The first finding presents almost all of participants (85%) used saya when
having conversation with lecturers. In contrast, there were 15 % of participants
applied both saya and aku with lecturers. This finding is critical since the majority
of participants aware the use of saya in communicating with lecturers.
The second finding indicates that students who used saya exclusively said
insisted that saya is more polite, respectful and more formal. Moreover, 2
participants claimed that the use of saya is influenced because it was their habit.
Another intriguing finding was found. The setting or social context of
conversation affect their decision in using saya or aku. The researcher identifies
that formal setting (such as, doing or consulting the assignment in classroom)
contributes significantly in the use of saya. In contrast, informal setting (such as,
meeting lecturers in café or outside the classroom) lead those students used aku in
conversing the lecturers. Besides that, there is tendency that students neglecting
the setting but considering their relationship with lecturers in using saya or aku. as
after mentioned by Holmes (2001) in Dewi (2009, p.4) who believes that the
34
in the next finding which suggested that certain personality lead students to the
use of certain self – reference pronoun. Lecturers who have assertive personality
will be addressed by student using saya and the friendlier lecturers would
contribute in the use of aku by students in conversation. In relation to personality,
age differences or seniority also become critical since participants have
considered it in using saya or aku. Regarding to this issue, Dewi (2008) clarifies
the effect of age differences in utilizing saya or aku which believed that,” in the
formal relationship, for example in conversations between a younger person to the
older one or from the people having lower position to the higher one, the use of
saya is expected” (p.23). In other words, social status also took account in the
decision in using saya and aku in conversation with lecturers.
At last, the limitation of this study is that, identical research need to be
held in other faculties so the result could be generalizable in university context.
The researcher would suggest that a study with wider scope is therefore necessary.
Further studies of this topic may include students from a different faculty in
university level to delve deeper into this topic. Besides that, further studies can
take account in how certain culture influence their speaker preference in using
35 ACKNOWLEDGMENT
I am so grateful that I have finally finished my thesis successfully. First of all, I
would like to present my gratitude to Jesus Christ who always support and give
me strength with His blessing. The thesis would not have been possible without
the support of many people. I wish to express my appreciation to Elisabet Titik
Murtisari, Ph.D., for her invaluable supervision, advice and guidance in helping
me finishing the thesis. Deepest gratitude is also due to my examiner, Athriyana
S. Pattiwael, M.Hum. without whose knowledge and assistance this study would
not have been completed. This thesis would not be completed without the
encouragement of research team on aku and saya, Desy, Lolyta and Dea.
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38 Research Instruments
(Appendix 1)
Questionnaire
Students’ Use of Self - Reference Pronouns of Aku and Saya to Address Lecturers
Dear students,
My name is ___________ from 2013 batch of English Department Satya Wacana
Christian University. I made this questionnaire to explore students’ preference in using first-person addressing terms of aku and saya to lecturers. I would really
appreciate if you could participate by answering the questions. Feel free to give
your opinion because there is no right and wrong answer. You can also write your
responses in Indonesian if you would like to. Your answers will not affect your
grade. Please, answer this questionnaire honestly to make the data accountable.
Thank you very much for your participation!
Yohanes Adeo Argi
THE QUESTIONNAIRE
Please circle the answers you choose.
PART A
1. (Q 1) When you are speaking with lecturers, how do you call yourself in front of them? Do you use saya or aku?
a. Saya
b. Aku
c. Both, depending on the situation
39 PART B
1. What is your reason for using ‘saya’ all the time with lecturers? Please, explain clearly.
……… ……… ………
……...………
2. Why don’t you use ‘aku’ to lecturers instead? Please, explain clearly!
……… ……… ………
……...………
PART D
1. What is your reason for using ‘aku’ all the time with lecturers? Please, explain clearly!
……… ……… ………
……...………
Why don’t you use ‘saya’ to lecturers instead? Please, explain clearly!
……… ……… ………
……...………
PART C (Only if you use both “aku” dan “saya” to lecturers)
1. Which form do you prefer to use when speaking with lecturers in general?
a. Saya
b. Aku
40
Reason:
……… ……… ………
……...……….
2. In general, which form do you use more often when speaking with lecturers?
a. Saya
b. Aku
c. Both Saya and Aku
3. In what situation do you usually choose to refer yourself as saya with lecturers?
a. Formal situation (e.g.: in a classroom, assignments, etc.)
b. Informal situation (e.g.: outside the classroom situation, etc.)
c. Both formal and informal situation, depending on the lecturer(s) I speak with
4. Which lecturers do you use saya with? (You can choose more than one answer)
a. Senior lecturers who have structural position in Faculty (e.g. Dean, The
Head of The Program, etc.)
b. Senior lecturers who are assertive
c. Senior lecturers I do not know well
d. Senior lecturers who are friendly
e. All senior lecturers
f. All young Lecturers
g. Young lecturers who have structural position in Faculty (e.g. Dean, The
Head of Major, etc.)
h. Young lecturers who are assertive
i. Young lecturers I do not know well
j. Young lecturers who are friendly
k. Others (please specify):
41
5. In what situation do you usually choose to refer yourself as aku with lecturers?
a. Formal situation (e.g.: in a classroom, formal meetings, etc.)
b. Informal situation (e.g.: outside the classroom situation, when speaking
privately, etc.)
c. Both formal and informal situation, depending on the lecturer I am speaking
with.
6. If you use aku with your Lecturers, which of them do you normally use aku with?
(You can choose more than one answer)
a. Senior lecturers who have structural position in Faculty (e.g. Dean, The
Head of The Program, etc.)
b. Senior lecturers who are assertive
c. Senior lecturers I do not know well
d. Senior lecturers who are friendly
e. All senior lecturers
f. All young Lecturers
g. Young lecturers who have structural position in Faculty (e.g. Dean, The
Head of Major, etc.)
h. Young lecturers who are assertive
i. Young lecturers I do not know well
j. Young lecturers who are friendly
k. Others (please
42
7. What do you consider when selecting aku or saya in your communication with
Lecturers?
Never Rarely Sometimes Often Always
My lecturer’s age My lecturer’s personality (friendly, assertive, funny, etc.) My relationship with the lecturer
(whether or not I am close with him/her)
My lecturer’s
structural position in faculty (Dean, The Head of the program, etc.)
The context of situation (place and time) Whether or not the lecturer will be comfortable with my choice of
43
8. Which do you think is a polite form to address yourself in front of your lecturers?
Please, tick one!
A. _____ Aku
B. _____ Saya
C. _____ Both aku and saya
Explain your answer above!
……… ……… ………
……...………
I. Demographic information
Age: ……
Mother tongue: ………
Language that I used in my home: ………
Home town: ... Province: ...
Gender: Male / Female (circle accordingly)
Batch (angkatan): ………
Place of o
